ENTRY LEVEL CERTIFICATE IN HISTORY

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1 Edwardian Era and the First World War Objective 3 WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU ENTRY LEVEL CERTIFICATE IN HISTORY Unit 1: Study in-depth EDWARDIAN ERA AND THE FIRST WORLD WAR Assessment Objective 3 A written task to assess historical knowledge and show an awareness of the chronology and characteristics of the period of the Edwardian Era and The First World War using the sources. Total Mark For Office Use Name of Centre Centre Number Candidate s Name (in full) Candidates must answer all questions. Students with reading difficulties may have the questions read to them by the person supervising the test. Oral answers may be given and written into the answer book by the teacher. Living and Working Conditions Page 1 OD/CJ

2 Edwardian Era and the First World War Objective 3 QUESTION 1 Look at the sources below SOURCE A SOURCE B SOURCE C SOURCE D Living and Working Conditions Page 2

3 Edwardian Era and the First World War Objective 3 (a) Complete the sentences by choosing words from the box below. The miners who led horses underground were known as One of the tools used by a miner to cut the coal was called a were the small trucks which carried coal underground. Miners travelled down to the bottom of the mine in a drams cage pick hauliers (b) Source D shows some pit props. (i)what was a pit prop? (ii)what could happen if they snapped? (c)why was mining a dangerous job? Living and Working Conditions Page 3

4 Edwardian Era and the First World War Objective 3 QUESTION 2 (a) Look at the six pictures about mining. Underneath each one write one of the following phrases BEFORE EDWARDIAN TIMES; EDWARDIAN TIMES; AFTER EDWARDIAN TIMES. 4 SOURCE E SOURCE F SOURCE H SOURCE G Coal Cutting Machine Last colliery in the Rhondda Living and Working Conditions Page 4

5 Edwardian Era and the First World War Objective 3 SOURCE J SOURCE K Living and Working Conditions Page 5

6 Edwardian Era and the First World War Objective 3 (b) Look at source L. 4 SOURCE L Coal delivery day in a South Wales town before the First World War Explain ways in which the street shown in the picture is different from a street in a town or village today Living and Working Conditions Page 6

7 Edwardian Era and the First World War Objective 3 (c) Look at the two sources below and answer the questions that follow. SOURCE M 4 A kitchen in a house in 1910 SOURCE N A kitchen in a house today Living and Working Conditions Page 7

8 Edwardian Era and the First World War Objective 3 (i) Think of two jobs that were done in a kitchen in 1910 and are still done in a kitchen today. (ii) How were these two jobs done in Edwardian Times? How are they done differently today? Living and Working Conditions Page 8

9 Edwardian Era and the First World War Objective 4 WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU ENTRY LEVEL CERTIFICATE IN HISTORY Unit 1: Study in-depth EDWARDIAN ERA AND THE FIRST WORLD WAR Assessment Objective 4 An oral task to assess historical knowledge and provide reasons for and results of events during the Edwardian Era and the First World War. Total Mark For Office Use Name of Centre Centre Number Candidate s Name (in full) Candidates must answer all questions. Living and Working Conditions Social Reform Page 1 OD/CJ

10 Edwardian Era and the First World War Objective 4 QUESTION 1 Look carefully at these sources. SOURCE A SOURCE B SOURCE C SOURCE D Living and Working Conditions Social Reform Page 2

11 Edwardian Era and the First World War Objective 4 (a) Look at Sources A and C. 2 (i) Who is the man in Sources A and C? (ii) What did Lloyd-George do to help old people in 1909? (iii) Source C shows Lloyd-George visiting the trenches. What world-wide event was taking place at this time? (iv) What job did Lloyd-George have from 1916 until 1922? (b) Look at Sources B and D. 2 Source B shows how Lloyd-George helped the old. He also helped others when he helped to make the National Insurance Act. This tried to help two groups of people when they could not work. Which people did the Act try to help? Source D may help you. (c) Why was Lloyd-George so popular with many people in the years 1906 to 1918? 2 Living and Working Conditions Page 3 Social Reform

12 Edwardian Era and the First World War Objective 4 QUESTION 2 Look at these sources. SOURCE E SOURCE F Living and Working Conditions Page 4 Social Reform

13 Edwardian Era and the First World War Objective 4 QUESTION 2 (a) Look at source E. Coal was a major industry in Britain in the years 1906 to Give four reasons why? 4 (b) Look at Source E again. (i) Why was coal important to the railway industry? 4 (ii) Why was the iron and steel industry so important in these years? (c) Look at Source F. 4 Source F is a newspaper heading about a great mining tragedy in Senghenydd in South Wales and shows why mining was such a dangerous job in the years 1906 to How were many miners killed and injured during these years? Living and Working Conditions Page 5 Social Reform

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15 Edwardian Era and the First World War Objective 5 WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU ENTRY LEVEL CERTIFICATE IN HISTORY Unit 1: Study in-depth EDWARDIAN ERA AND THE FIRST WORLD WAR Assessment Objective 5 A written task to assess historical knowledge and identify different ways in which the Edwardian Era and the First World War have been represented. Total Mark For Office Use Name of Centre Centre Number Candidate s Name (in full) Candidates must answer all questions. Students with reading difficulties may have the questions read to them by the person supervising the test. Oral answers may be given and written into the answer book by the teacher. World War I Page 1 OD/CJ

16 Edwardian Era and the First World War Objective 5 QUESTION 1 (a) Complete the paragraph using the words from the box below. 2 In 1915 Britain declared war on Young men volunteered to join the They were sent to the Front where most of the fighting took place. The British soldiers spent most of their time in trenches while across the enemy soldiers were in their trenches. no man s land Germany Western Army (b) Read the sentences below. 2 Soldiers must always be on the look out for snipers. Without duckboards the soldiers would sink in the mud. (i) What were snipers? (ii) What was a duckboard? World War I Page 2

17 Edwardian Era and the First World War Objective 5 (c) Look at the sources below. 2 SOURCE A SOURCE B SOURCE C SOURCE D What was it like for the soldiers living in the trenches? World War I Page 3

18 Edwardian Era and the First World War Objective 5 QUESTION 2 (a) Look at the sources below. They help to show us what life was like in the trenches. 4 SOURCE E SOURCE F Out here, dear we are all pals. What one hasn t got, the other has. We share each other s troubles, get each other out of danger. You wouldn t believe how friendly we all are. Its a lovely thing, the friendship out here. A letter from the line by Private Mudd, 22 October 1917 SOURCE G SOURCE H You stand in a trench stinking of mud and full of rats. And the bitter cold wind freezes you, then the guns open up and lights up the sky. From a poem by Stanley Chaplin of the Gloucestershire Regiment In the box below write the letter of the source next to the statement which describes how the past has been shown to you. Representation of the Past Source A source showing that soldiers in the trenches got injuries. A source showing that some people enjoyed life in the trenches. A source showing that some people disliked life in the trenches. A source showing that some people did not really know what the trenches were like. World War I Page 4

19 Edwardian Era and the First World War Objective 5 (b) Look at the sources F & G. They show life in the trenches differently. (i) What did Private Mudd think was good about life in the 4 trenches? (ii) What did Stanley Chaplin dislike about life in the trenches? (c) Look again at Source E. 4 Do you think that this source shows what life in the trenches was really like? Explain your answer World War I Page 5

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21 Edwardian Era and the First World War Objective 6 WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU ENTRY LEVEL CERTIFICATE IN HISTORY Unit 1: Study in-depth EDWARDIAN ERA AND THE FIRST WORLD WAR Assessment Objective 6 A written task to assess historical knowledge and identify and use historical sources to ask questions about the Edwardian Era and the First World War. Total Mark For Office Use Name of Centre Centre Number Candidate s Name (in full) Candidates must answer all questions. Students with reading difficulties may have the questions read to them by the person supervising the test. Oral answers may be given and written into the answer book by the teacher. The Suffragettes Page 1 OD/CJ

22 SOURCE C Greater love hath no man than to lay down his life for his friends. Emily Wilding Davison Born October 11th 1872, died June 8th Deeds not Words Inscription on the headstone of Emily Davison s grave in the churchyard of Morpeth Church, Northumberland. The Suffragettes Page 2

23 Edwardian Era and the First World War Objective 6 SOURCE D The Suffragettes Page 3

24 What did Emmeline Pankhurst and other women do to draw The Suffragettes Page 4

25 WORDS ON A GRAVESTONE (ii) Look at Source C. What does it tell you about Emily Davison? The Suffragettes Page 5

26 The Suffragettes Page 6

27 REVISED, JULY 1998 The Edwardian Era and First World War WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRU ENTRY LEVEL CERTIFICATE IN HISTORY EDWARDIAN ERA AND THE FIRST WORLD WAR MARKSCHEMES Markschemes Page 1

28 Hauliers Pick Drams Cage (b) (i) A pit prop was a wooden post used to hold up the roof of the mine. (ii) The roof would collapse. There would be an accident. Miners could be killed or injured. 2 (c) 1 mark for reasons listed. 2 2 marks for reasons written in a connected manner explaining the dangers underground, e.g. gas, explosions, flooding, diseases connected with working underground. Living and Working Conditions Page 2

29 (b) 2 marks for each difference identified. To gain both marks candidates should refer to both time periods e.g. Today there are cars parked in the street. In the picture there is no car. There is a cart. 4 (c) 2 marks for each correct answer describing how the job was done in 1910 and now. e.g. Washing Today washing is done in a washing machine. In Edwardian times it was done by hand. 4 Total Marks 18 Living and Working Conditions Page 3

30 (c) A description of Lloyd George s role in supporting social reforms and as leader during World War One would be needed for 2 marks. e.g. he helped old people/or he helped sick people who could not work. 2 Living and Working Conditions Social Reform Page 4

31 (ii) Iron and steel industry was important for making heavy manufactured goods, e.g. ships, trains etc. Living and Working Conditions Social Reform Page 5

32 World War I Page 6

33 (i) (ii) Private Mudd award 1 mark for writing that people were friendly and 1 mark for showing hw friendliness was shown, e.g. sharing troubles/helping in times of danger. Stanley Chaplin award one mark for stating 1 dislike from the source, 2 marks for 2 dislikes from the source. World War I Page 7

34 The Suffragettes Elections The Suffragettes Page 7

35 D C A B (ii) 1 mark for information about when she lived, when she was born, when she died etc. 1 mark for saying she died for her friends etc. (c) 2 marks for each of sections (i) and (ii) as follows: 4 (i) (ii) The Poster is asking men to vote against the Liberal government; or to vote in favour of votes for women. The government was treating the women in the same way as a cat plays with a mouse. i.e. letting the suffragettes out of prison when they were ill and rearresting them when they were in better health, or the government was treating the suffragettes badly for same reason as above. The Suffragettes Page 8

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